School climate and student-based contextual learning factors as predictors of school absenteeism severity at multiple levels via CHAID analysis

Bacon, Victoria; Kearney, Christopher A.

doi:10.1016/j.childyouth.2020.105452

Cited by 20 publications

(12 citation statements)

References 78 publications

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“…Anxiety during school years is one of the most common issues of emotional stress and high levels of anxiety reduce the efficiency of the learning process, diminishing the attention, concentration and retention of knowledge which may provoke a decline of the academic performance (Gutiérrez et al, 2019). In addition, create a warm, safe and supportive school environment where educational inclusive practices are implemented is essential for student well-being and achievement (Filippello et al, 2019;Bacon and Kearney, 2020).…”

Section: Discussionmentioning

confidence: 99%

Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies

et al. 2021

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Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal.

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Section: Discussionmentioning

confidence: 99%

Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies

et al. 2021

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“…A third main domain, safety/discipline , was marked by subdomains that included school safety, bullying and aggression, fairness of rules, disciplinary harshness, and general drug use. School safety has been linked to overall climate and student academic performance and school attendance across many studies and often subsumes reduced bullying and aggression (e.g., Bacon & Kearney, 2020; Marraccini et al, 2020). Fairness of rules and disciplinary harshness refer to the general consistency of responses to student misbehavior and greatly impact student attitudes toward school (F. Huang & Anyon, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…This includes a simultaneous analysis of student contextual learning and other factors that can be integrated within a school climate measure. Bacon and Kearney (2020), for example, found that academic mindset and school climate items interacted to predict key outcomes such as absenteeism severity levels.…”

Section: Future Directionsmentioning

confidence: 99%

Systematic and evaluative review of school climate instruments for students, teachers, and parents

Gonzálvez

Bacon

Kearney

2022

Psychology in the Schools

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This study involved a systematic and evaluative review of school climate measures to catalog main domains and subdomains and rate parameters of instrument presentation and psychometric quality. Four databases were used (Web of Science, Scopus, ERIC, and PsycINFO) and 37 instruments (studies) met inclusion criteria (instrument measured school climate; psychometric properties of the instrument were provided; every instrument included in the review has its original version published; the article was in English or Spanish; the article was a peer-reviewed publication). Information was synthesized according to instrument presentation and psychometric quality. The expansion of literature search routes was designed to mitigate publication bias. Analysis revealed four main domains among extant school climate measures: relationships (social relationships, school connectedness, leadership, and culture), environment (school facilities, physical comfort, and cleanliness), safety/discipline (school safety, fairness of rules, bullying and aggression, disciplinary harshness, and general drug use), and academic (academic outcomes, equality of opportunity, engagement, and cohesiveness/competitiveness). This domain/subdomain architecture could serve as a touchstone for conceptualizing school climate and developing and refining future assessment devices for this construct. The domain/subdomain architecture could also help guide school reform

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“…Lack of secured school environment may bring school attendance problems [44]. Creating a warm and supportive classroom climate where educational inclusive practices are implemented will help to improve students' expectations and results, making it easier for their adaptation to school [45].…”

Section: Discussionmentioning

confidence: 99%

School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

et al. 2021

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The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.

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School climate and student-based contextual learning factors as predictors of school absenteeism severity at multiple levels via CHAID analysis

Cited by 20 publications

References 78 publications

Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies

Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies

Systematic and evaluative review of school climate instruments for students, teachers, and parents

School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

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